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TEKS Clarification
Social Studies
High School Courses, World Geography Studies
2014 - 2015
Print Date 08/14/2014 Printed By Joe Nicks, KAUFMAN ISD
page 1 of 1 TEKS Clarification
Social Studies
High School Courses, World Geography Studies
2014 - 2015
HIGH SCHOOL COURSES, WORLD GEOGRAPHY STUDIES
§113.40. Implementation of Texas Essential Knowledge and Skills for Social Studies, High School, Beginning with School Year 2011­2012.
The provisions of §§113.41­113.48 of this subchapter shall be implemented by school districts beginning with the 2011­2012 school year.
Source: The provisions of this §113.40 adopted to be effective August 23, 2010, 35 TexReg 7232; amended to be effective October 17, 2011, 36 TexReg 6946.
§113.43. World Geography Studies (One Credit), Beginning with School Year 2011­2012.
WG.Intro.1
In World Geography Studies, students examine people, places, and environments at local, regional, national, and international scales from the spatial
and ecological perspectives of geography. Students describe the influence of geography on events of the past and present with emphasis on
contemporary issues. A significant portion of the course centers around the physical processes that shape patterns in the physical environment; the
characteristics of major landforms, climates, and ecosystems and their interrelationships; the political, economic, and social processes that shape
cultural patterns of regions; types and patterns of settlement; the distribution and movement of the world population; relationships among people,
places, and environments; and the concept of region. Students analyze how location affects economic activities in different economic systems.
Students identify the processes that influence political divisions of the planet and analyze how different points of view affect the development of public
policies. Students compare how components of culture shape the characteristics of regions and analyze the impact of technology and human
modifications on the physical environment. Students use problem-solving and decision-making skills to ask and answer geographic questions.
WG.Intro.2
To support the teaching of the essential knowledge and skills, the use of a variety of rich primary and secondary source material such as contemporary
and historic maps of various types, satellite-produced images, photographs, graphs, map sketches, and diagrams is encouraged.
WG.Intro.3
The eight strands of the essential knowledge and skills for social studies are intended to be integrated for instructional purposes. Skills listed in the
social studies skills strand in subsection (c) of this section should be incorporated into the teaching of all essential knowledge and skills for social
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studies. A greater depth of understanding of complex content material can be attained when integrated social studies content from the various
disciplines and critical-thinking skills are taught together. Statements that contain the word "including" reference content that must be mastered, while
those containing the phrase "such as" are intended as possible illustrative examples.
WG.Intro.4
Students identify the role of the U.S. free enterprise system within the parameters of this course and understand that this system may also be
referenced as capitalism or the free market system.
WG.Intro.5
Throughout social studies in Kindergarten-Grade 12, students build a foundation in history; geography; economics; government; citizenship; culture;
science, technology, and society; and social studies skills. The content, as appropriate for the grade level or course, enables students to understand
the importance of patriotism, function in a free enterprise society, and appreciate the basic democratic values of our state and nation as referenced in
the Texas Education Code (TEC), §28.002(h).
WG.Intro.6
Students understand that a constitutional republic is a representative form of government whose representatives derive their authority from the consent
of the governed, serve for an established tenure, and are sworn to uphold the constitution.
WG.Intro.7
State and federal laws mandate a variety of celebrations and observances, including Celebrate Freedom Week.
WG.Intro.8
Students identify and discuss how the actions of U.S. citizens and the local, state, and federal governments have either met or failed to meet the ideals
espoused in the founding documents.
WG.1
History. The student understands how geography and processes of spatial exchange (diffusion) influenced events in the
past and helped to shape the present. The student is expected to:
WG.1A
Analyze the effects of physical and human geographic patterns and processes on the past and describe their
impact on the present, including significant physical features and environmental conditions that influenced
migration patterns and shaped the distribution of culture groups today.
Readiness Standard
Analyze, Describe
THE EFFECTS OF PHYSICAL AND HUMAN GEOGRAPHIC PATTERNS AND PROCESSES ON THE PAST AND THEIR
IMPACT ON THE PRESENT MIGRATION PATTERNS AND THE DISTRIBUTION OF CULTURE GROUPS
Including, but not limited to:
Physical features such as major mountain ranges, deserts, plains, bodies of water, and river basins can act as barriers to
migration or facilitate migration. For example the Sahara desert has historically been a barrier to migration, while the Northern
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Plains of Europe have facilitated migration. Where physical geography has facilitated migration, multicultural patterns
emerge.
Human geographic processes, such as trade, war, economic opportunities, forced migration, and persecution have shaped
migrations patterns and the distribution of culture groups.
WG.1B
Trace the spatial diffusion of phenomena such as the Columbian Exchange or the diffusion of American popular
culture and describe the effects on regions of contact.
Readiness Standard
Trace, Describe
SPATIAL DIFFUSION OF PHENOMENA AND THE EFFECTS ON REGIONS OF CONTACT
Including, but not limited to:
Columbian Exchange – resulted in the spread of disease from the Eurasian region to the Americas; spread of primarily
livestock to the Americas and crops to Europe, Africa and Asia; potatoes from the Americas to Europe supported a
population increase in Europe; sugar from Asia to the America’s fueled the demand for enslaved people to work the
plantations
American popular culture – has resulted in a cultural landscape that is becoming more similar in commercial areas around the
world
Pandemics – possible examples include the Black Death, influenza in 1918, AIDS, Avian bird flu
WG.2
History. The student understands how people, places, and environments have changed over time and the effects of these
changes. The student is expected to:
WG.2A
Describe the human and physical characteristics of the same regions at different periods of time to evaluate
relationships between past events and current conditions.
Readiness Standard
Describe, Evaluate
HUMAN AND PHYSICAL CHARACTERISTICS OF THE SAME REGIONS AT DIFFERENT PERIODS OF TIME TO EVALUATE
RELATIONSHIPS BETWEEN PAST EVENTS AND CURRENT CONDITIONS
Including, but not limited to:
Human Characteristic to evaluate for change over time
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Development of governments, economies, cultural convergence
Events like war, revolution, exploration, trade have an impact on societies over time, including changes in city landscapes and
cultural landscapes
Physical Characteristics to evaluate for change over time
Domestication of plants and animals and the use of different geographic features (e.g., plains for agriculture)
The expansion or decline of environment regions (e.g., the expansion of the Sahara and the decline of tropical rainforests)
Major geological events on civilizations
WG.2B
Explain how changes in societies have led to diverse uses of physical features.
Supporting Standard
Explain
HOW CHANGES IN SOCIETIES HAVE LED TO DIVERSE USES OF PHYSICAL FEATURES
Including, but not limited to:
Brought about by population increases over time; demand for agricultural production and energy has grown. These population
increases along with the spread of industrialization resulted in various diverse uses of physical features. Examples include,
terrace farming, building of dikes, levees, dams, and polders.
WG.3
Geography. The student understands how physical processes shape patterns in the physical environment. The student is
expected to:
WG.3A
Explain weather conditions and climate in relation to annual changes in Earth-Sun relationships.
Supporting Standard
Explain
WEATHER CONDITIONS AND CLIMATE IN RELATION TO ANNUAL CHANGES IN EARTH-SUN RELATIONSHIPS
Including, but not limited to:
Earth-Sun Relationship
The Earth­Sun relationship is responsible for annual changes in the seasons. The earth is tilted at an angle of 23.5°. As the
earth revolves around the sun not all areas of the globe receive the same amount of sunlight because of this tilt. The polar
areas received the least amount of direct sunlight making these regions colder than other places on the globe. The equator
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receives the most direct sunlight causing this area of the globe to be the warmest.
Sunlight hits directly over the equator on the Equinox. The Tropic of Cancer and the Tropic of Capricorn mark the farthest
northern and southern points where the sun’s rays hit Earth directly. The summer solstice occurs in the northern
hemisphere when the sun’s rays hit directly above the Tropic of Cancer, this is the longest day of the year in the northern
hemisphere. The winter solstice in the northern hemisphere is the shortest day of the year and happens when the sun’s
rays shine directly over the Tropic of Capricorn.
In the southern hemisphere the most direct rays of the sun hit in November, December, and January, causing these to be
the warmest months. The coldest months are May, June and July when the sun’s light is less direct. The opposite is true
for the northern hemisphere when the most direct sunlight is in the months of May, June and July and the least direct
sunlight is in the months of November, December and January.
WG.3B
Describe the physical processes that affect the environments of regions, including weather, tectonic forces,
erosion, and soil-building processes.
Readiness Standard
Describe
PHYSICAL PROCESSES THAT AFFECT THE ENVIRONMENTS OF REGIONS
Including, but not limited to:
Weather – refers to the day to day condition of the atmosphere and is affected by solar energy, pressure systems and cloud
cover.
Tectonic forces – refer to the plates that make up the earth’s crust. Plate movements cause earthquakes and volcanic
activity, as well as affecting the physical features of the earth. Divergent plate boundaries refer to areas where tectonic plates
have moved apart. Convergent boundaries refer to areas where one tectonic plate is forced under another tectonic plate.
Transform boundaries refer to areas where tectonic plates slide past each other. Tectonic plate movement results in
earthquakes, volcanic activity and the formation of mountains and rift valleys.
Erosion – refers to the movement of weathered material by wind, water or ice. Water erosion is evident in rivers and along
coastlines. Wind erosion is responsible for the movement of particles from one location to another, creating such physical
features as sand dunes. Ice erosion occurs when large ice structures, generally glaciers, transport and deposit materials.
Soil­building – refers to the physical creation of weathered rock, organic matter, air and water. Erosion is generally a part of
the soil-building process.
WG.3C
Examine the physical processes that affect the lithosphere, atmosphere, hydrosphere, and biosphere.
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Supporting Standard
Examine
PHYSICAL PROCESSES THAT AFFECT THE LITHOSPHERE, ATMOSPHERE, HYDROSPHERE, AND BIOSPHERE
Including, but not limited to:
Lithosphere – composed of the outermost shell of the earth; affected by weather, plate tectonics, erosion and soil building
Atmosphere – comprised of the layer of air that surrounds the earth; especially affected by wind currents
Hydrosphere – comprised of all the water that is on earth including lakes, rivers, oceans and underground supplies; mostly
affected by ocean currents
Biosphere – refers to the living plants and animals that inhabit the land and water on the earth, also known as ecosystems;
affected by all the physical processes directly and indirectly; climate has the most direct relationship in the creation of the
earth’s biospheres
WG.4
Geography. The student understands the patterns and characteristics of major landforms, climates, and ecosystems of
Earth and the interrelated processes that produce them. The student is expected to:
WG.4A
Explain how elevation, latitude, wind systems, ocean currents, position on a continent, and mountain barriers
influence temperature, precipitation, and distribution of climate regions.
Readiness Standard
Explain
HOW ELEVATION, LATITUDE, WIND SYSTEMS, OCEAN CURRENTS, POSITION ON A CONTINENT, AND MOUNTAIN
BARRIERS INFLUENCE EMPERATURE, PRECIPITATION, AND DISTRIBUTION OF CLIMATE REGIONS
Including, but not limited to:
Elevation
Locations in higher elevations experience cooler temperatures and high amounts of precipitation in the form of snow. Thin air
in higher elevations lacks ability to hold heat causing both cooler temperatures and precipitation.
Latitude
Latitude has a significant impact on temperature with locations nearest the equator experiencing high temperatures and those
near the poles experiencing cold temperatures. Average yearly temperatures decrease in progression from north and south of
the equator. Latitude has a slight influence on precipitation, mostly near the equator where rising hot air contributes to the
humidity.
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Wind systems
Wind systems serve to move warm or cool air across the earth’s surface and to distribute precipitation around the globe.
Wind systems can bring moist air from across an ocean or dry air from across land. Monsoons are an example of a wind
pattern that brings moist air across areas of South Asia causing heavy rainfall. Temperatures in coastal locations are affected
by the temperature of the water nearby and the winds that cross over the water.
Ocean currents
Ocean currents help to distribute heat away from the equator. Warm water at the equator circulates toward the tropics. Water
from the tropics circulates to the poles where the water cools and then circulates back towards the equator. Wind systems
have an effect on ocean currents and like wind systems, ocean currents also transfer precipitation around the world.
Position on continent
Locations that are located nearer coastlines tend to experience more moderate temperatures as opposed to locations that are
further inland. Locations that are further inland generally experience greater daily and seasonal temperature variations.
Locations near coastlines also tend to experience greater amounts of precipitation. Position on continent is most evident in
the middle latitudes and it along with latitude has the greatest effect on climate.
Mountain Barriers
Mountain barriers have a great effect on precipitation. As air rises to pass over a mountain barrier it releases moisture as the
air cools. This creates a wet side or windward side and a dry side or leeward side to mountain barriers. The windward side of
a mountain is generally on the side closest to ocean. This process is referred to as orographic precipitation or the rain
shadow effect. Windward sides of mountain ranges receive higher average precipitation and leeward sides of mountain ranges
tend to receive lower average precipitation.
Distribution of Climate Regions
Climate regions are characterized by a combination of average temperatures with average amounts of precipitation. There are
five major categories of climate; polar, temperate, tropical, arid, and highland along with many sub categories within these
larger groups.
The polar climate region is located in the higher latitudes and is characterized by generally low temperatures, low
precipitation, long winters and short summers. Within the polar climate region are the sub regions of subarctic, tundra, and
ice cap.
The temperate climate region is located in the mid latitudes and is characterized by seasonal temperature variations and
seasonal precipitations variations. Within the temperate climate region are the sub regions of marine west coast,
Mediterranean, humid subtropical and humid continental. Humid subtropical climates vary around the globe.
The tropical climate region is located in the low latitudes and characterized by warm temperatures year round and abundant
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rainfall. Within the tropical climate region are the sub regions of tropical rainforest and savanna.
The arid/dry climate region is characterized by variations in temperatures and low rainfall. This climate zone is most
commonly sub divided into desert or steppe.
Highland climate regions are located in higher elevations no matter the latitude.
WG.4B
Describe different landforms and the physical processes that cause their development.
Supporting Standard
Describe
DIFFERENT LANDFORMS AND THE PHYSICAL PROCESSES THAT CAUSE THEIR DEVELOPMENT
Including, but not limited to:
Mountains, islands, rifts, volcanos – tectonic forces
Atolls – growth of coral reefs around a volcano
Valleys – glacial erosion and tectonic forces
Deltas – soil building and water erosion
Canyons – water erosion
Fjord – glacial erosion
Sand dunes – wind erosion
WG.4C
Explain the influence of climate on the distribution of biomes in different regions.
Supporting Standard
Explain
THE INFLUENCE OF CLIMATE ON THE DISTRIBUTION OF BIOMES
Including, but not limited to:
Biomes or ecosystems are defined by a specific community of plants and animals that inhabit that region. Biomes are
classified into four main categories: forests, grasslands, deserts, and tundra.
Forests
Temperate Deciduous Forest – found in the mid latitudes where the climate is characterized by plentiful rainfall, moderate
temperatures, and cool winters. Characterized by trees that lose their leaves after changing colors in the fall.
Temperate Coniferous Forest – found in temperate climate zones where the summers are warm and the winters are cool and
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rainfall is adequate. Evergreens predominate and these forests can be found in coastal areas that experience mild winters and
heavy rainfall as well as inland in mountainous areas.
Taiga or Boreal Forest – the world’s largest biome is located in the highest northern latitudes where average temperatures and
average precipitation are low and are characterized by evergreen coniferous forests. Animals living in this biome must adapt
to very cold temperatures.
Tropical Rainforests – found in tropical areas near the equator where the climate is characterized by plentiful rainfall and warm
year round temperatures. This biome is home to a great variety of plant and animal life.
Grasslands
Steppes – found in climates that are experience low levels of rainfall, therefore there is an absence of trees. This biome is
home to large grazing animals.
Savannas – found in climates that experience low levels of rainfall, yet have a little more than steppes and therefore have
some trees. Also home to a variety of large animal species.
Deserts
Deserts are distinguished by a lack of rainfall, usually less than ten inches per year and can be hot or cold. These climate
conditions require the plants and the animals in this biome to adapt to the extreme conditions.
Tundra or Arctic Biome
Found almost entirely in the Northern Hemisphere near the Arctic Ocean, it is characterized by low amounts of precipitation
and extremely cold temperatures. Permafrost or frozen subsoil makes it difficult to sustain plant life in this biome; therefore
this biome lacks trees and is distinguished by small shrubs and low growing plants. These plants have adapted to the colder
climate conditions and thrive in the short summer and spring. Animals in this region are few and must adapt to the extreme
climate conditions.
WG.5
Geography. The student understands how political, economic, and social processes shape cultural patterns and
characteristics in various places and regions. The student is expected to:
WG.5A
Analyze how the character of a place is related to its political, economic, social, and cultural elements.
Readiness Standard
Analyze
HOW THE CHARACTER OF A PLACE IS RELATED TO ITS POLITICAL, ECONOMIC, SOCIAL, AND CULTURAL ELEMENTS
Including, but not limited to:
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Character of a place refers to the physical and human geographic characteristics that distinguish a particular place. Physical
geographic factors such as climate, vegetation, settlement patterns, population density relate to the character of a place as
do the political, economic, social and cultural features that make a place unique. Since these features can change over time
the character of a place can change over time also.
Character of place can be analyzed on a macro level such as examining the characteristics of a place of a culture region or
on a micro level, such as examine the character of place of a city or neighborhood.
STAAR Note:
The 2013 STAAR assessed the concept of character of place twice. Students used an image of favelas in Brazil to connect
character of a place with economic and cultural elements. Students used a secondary source about Boxing Day to connect
character of a place with cultural elements.
WG.5B
Interpret political, economic, social, and demographic indicators (gross domestic product per capita, life
expectancy, literacy, and infant mortality) to determine the level of development and standard of living in nations
using the terms Human Development Index, less developed, newly industrialized, and more developed.
Supporting Standard
Interpret
POLITICAL, ECONOMIC, SOCIAL, AND DEMOGRAPHIC INDICATORS TO DETERMINE THE LEVEL OF DEVELOPMENT
AND STANDARD OF LIVING
Including, but not limited to:
Human Development Index (HDI)- refers to the ranking of nations done by the United Nations based on a composite data that
indicates the level of development in a country
Less developed – refers to the nations with the lowest indicators of development; generally characterized by high poverty
rates, low GDP, low life expectancy rates, low literacy rates and high infant mortality rates
Newly developed – refers to nations that are experiencing economic shifts towards more industrialization and exportation of
products; generally characterized by rising rates of urbanization and data that is not as low as those in less developed
nations, but not as high as data indicators in more developed nations
More developed – refers to nations with highly industrialized economies; generally characterized by low rates of poverty, high
GDP, high life expectancy rates, high literacy rates and low infant mortality rates
STAAR Note:
The 2013 STAAR required students to compare national immunization rates to determine the level of a nation’s standard of
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living.
WG.6
Geography. The student understands the types, patterns, and processes of settlement. The student is expected to:
WG.6A
Locate and describe human and physical features that influence the size and distribution of settlements.
Supporting Standard
Locate, Describe
HUMAN AND PHYSICAL FEATURES THAT INFLUENCE THE SIZE AND DISTRIBUTION OF SETTLEMENTS
Including, but not limited to:
Human features that influence settlement patterns may include the availability of economic opportunities, the location of
transportation routes, access to housing, opportunities for political participation. Populations tend to settle in area that provide
services, have infrastructure in place and are political attractive.
Physical features greatly influence the habitability of a place. Populations tend to concentrate in regions with favorable
climates, where there is access to water and areas that are suitable for agricultural output. Through most of history
settlements have concentrated near coastlines and in river valleys. For example the eastern coast of China.
WG.6B
Explain the processes that have caused changes in settlement patterns, including urbanization, transportation,
access to and availability of resources, and economic activities.
Readiness Standard
Explain
PROCESSES THAT HAVE CAUSED CHANGES IN SETTLEMENT PATTERNS
Including, but not limited to:
Urbanization refers to the migration of people from rural to urban settings generally to access jobs, which primarily
coincidences with industrial development in a nation
Transportation systems facilitate the settlement of areas that were previously inaccessible; generally settlements grow near
locations along the transportation routes and allow people to live further from location of work; examples include the building of
railroads such as the Trans-Siberian and Transcontinental Railroads, building the Interstate highway system which resulted in
the growth of suburban settlements; urban and suburban road systems of principal and minor arteries connecting dwellings
with commerce and employment.
Availability of resources such as water facilitate population centers that need abundant water resources; settlements grow
near locations of economic activities associated with extraction of natural resources
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Economic activities facilitate people migrating to and settling where there are new economic opportunities; examples include
the California Gold Rush, the Austin Colony, migration from the Rust Belt to the Sun Belt, Eastern Europe to Western Europe
migration within the EU, migration to western North Dakota and south Texas to work in an expanding oil industry
WG.7
Geography. The student understands the growth, distribution, movement, and characteristics of world population. The
student is expected to:
WG.7A
Construct and analyze population pyramids and use other data, graphics, and maps to describe the population
characteristics of different societies and to predict future population trends.
Supporting Standard
Construct, Analyze, Describe, Predict
POPULATION PYRAMIDS TO DESCRIBE THE POPULATION CHARACTERISTICS OF DIFFERENT SOCIETIES AND TO
PREDICT FUTURE POPULATION TRENDS
Including, but not limited to:
Population pyramids refer to a graphic model of the age and gender demographics of specific population at a given time;
analysis will indicate negative, rapid or slow growth rates; students should also examine what processes created the
observable trend and make predictions based on observable trends, i.e. one child policy in China.
Population trends can also be analyzed by looking at population density maps, cartograms, and population growth charts
WG.7B
Explain how political, economic, social, and environmental push and pull factors and physical geography affect
the routes and flows of human migration.
Readiness Standard
Explain
HOW PUSH AND PULL FACTORS AND PHYSICAL GEOGRAPHY AFFECT HUMAN MIGRATION
Including, but not limited to:
Human Geographic Push-Pull Factors
Political push-pull factors relate to the migrations that are motivated by war, political persecution or the attraction of a political
circumstance in another country. Examples include refugees from wars and defections from totalitarian government.
Economic push-pull factors relate to the migration of individuals seeking better economic opportunities. Examples include
migration from Mexico to the United States and Canada, east to west migration within the European Union and eighteen
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century migration of Europeans to the United States.
Social push-pull factors relate to the migration of an entire group of people escaping persecution because of religion or
ethnicity. Examples include the migration of Jews from Europe prior to the formation of Israel and migrations of the Puritans to
the America’s in the 1600s.
Environmental push-pull factors relate to migrations that occur as a result of a natural disaster or changing environment
conditions
Physical Geographic Push-Pull Factors
Mountain ranges, deserts and dense forests have served as barriers to human migration, while the steppes, water routes,
plains and valleys have facilitated the flow of human migration
WG.7C
Describe trends in world population growth and distribution.
Readiness Standard
Describe
TRENDS IN WORLD POPULATION GROWTH AND DISTRIBUTION
Including, but not limited to:
World population growth is dependent on birth rates and death rates and these rates vary across the globe. Less developed
regions tend to experience higher birth rates and higher infant mortality rates and lower life expectancy rates, while developed
regions characteristically have low birth rates resulting in slow population growth and sometimes negative growth rates.
Over the last 150 years the world’s population has grown exponentially reaching one billion in the early nineteenth century.
Currently the world’s population is over seven billion and is projected to reach nine billion by the year 2050. Medical advances
have resulted in increased life expectancies at the same time birth rates have been declining. Since the early nineteenth
century the world’s population has increasingly become urbanized so now half of the world’s population lives in urban areas.
The world’s population is distributed unevenly and is correlated to the access to economic opportunities and resources as
well as to climate. Increased economic opportunities accounts for a concentration of population in urban areas, along
transportation corridors and near water. Population is less concentrated in in the polar regions of the globe because of the
extreme climate in the region.
WG.7D
Examine benefits and challenges of globalization, including connectivity, standard of living, pandemics, and loss
of local culture.
Supporting Standard
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Examine
BENEFITS AND CHALLENGES OF GLOBALIZATION
Including, but not limited to:
Benefits of Globalization
Increasing global economic development resulting in increasing standards of living in many regions
Economic interdependence promotes political cooperation among nations, i.e. European Union
Spread of technological innovations, including advances in medical care
Cultural diffusion that sometimes results in a rich cultural convergence
Rising standards of living in regions that benefit from global markets
Challenges of Globalization
Cultural diffusion that sometime results in the loss of local culture
Increased travel resulting in pandemics
Poor treatment of low wage earners in some industries
Growth in multinational corporations challenges the sovereignty of vulnerable nation-states
Loss of jobs in some regions with the growth of outsourcing in other regions
WG.8
Geography. The student understands how people, places, and environments are connected and interdependent. The
student is expected to:
WG.8A
Compare ways that humans depend on, adapt to, and modify the physical environment, including the influences
of culture and technology.
Readiness Standard
Compare
WAYS THAT HUMANS DEPEND ON, ADAPT TO, AND MODIFY THE PHYSICAL ENVIRONMENT
Including, but not limited to:
Build dams, windmills, dikes, polders, levees, railroads, bridges, highways, terrace farming
Installing solar panels
Dredging and irrigation
Deforestation, mining, oil extraction, desalination, soil leaching, overgrazing
Burning fossil fuels
Creating advanced warning systems for earthquakes, tornados, hurricanes and tsunamis
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Planting seasonal and/or drought resistant crops and using fertilizers to increase agricultural output
WG.8B
Describe the interaction between humans and the physical environment and analyze the consequences of
extreme weather and other natural disasters such as El Niño, floods, tsunamis, and volcanoes.
Readiness Standard
Describe, Analyze
THE INTERACTION BETWEEN HUMANS AND THE PHYSICAL ENVIRONMENT AND THE CONSEQUENCES OF EXTREME
WEATHER AND OTHER NATURAL DISASTERS
Including, but not limited to:
El Niño/La Niña refers to the periodic warming (El Niño) and cooling (La Niña) of the Pacific waters along the western coast of
Central and South America. Both impact precipitation levels causing periods of drought and flooding. Both negatively impact
agricultural output and the fishing industries in Latin America causing economic disruption.
Hurricanes are westward moving tropical cyclone activity organized due to warm air rising from the warm waters near the
equator. Hurricanes are responsible for flooding and high winds that cause extensive property and crop damage along with
loss of lives. The Caribbean, eastern Mexico, eastern Central America, and the eastern gulf coasts of the United States are
most vulnerable to hurricanes.
Earthquakes/Volcanoes refer to the seismic activity that occurs with tectonic plate movements. Earthquakes cause
significant damage to property and loss of lives as well as produce tsunamis, immense ocean waves which also cause severe
damage and loss of lives. Volcanic eruptions create lava flows that threaten people and property and release ash that can
blanket large areas causing damage and respiratory issues for some.
Monsoons are winds that blow from the northeast across South Asia and Southeast Asia carrying dry air during the winter
and blowing from the southwest Indian Ocean in the summer carrying moist air. Summer monsoons are responsible for large
amounts of rainfall in South and Southeast Asia, which causes extensive flooding but is also needed for agricultural output.
Tornados are violently rotating columns of air extending from a thunderstorm cloud to the ground. Generally occur when the
atmospheric conditions are favorable to producing severe thunderstorms. Tornados cause huge amounts of damage in a short
period of time along with loss of lives. Many occur in a swath across the central and southeastern United States referred to as
“tornado alley”.
Droughts-lengthy periods of low rainfall in a given region. Droughts contribute to desertification, as well as economic decline
and severe loss of agricultural output.
WG.8C
Evaluate the economic and political relationships between settlements and the environment, including
sustainable development and renewable/non-renewable resources.
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Supporting Standard
Evaluate
ECONOMIC AND POLITICAL RELATIONSHIPS BETWEEN SETTLEMENTS AND THE ENVIRONMENT
Including, but not limited to:
Sustainable development refers to a pattern of economic development and resource management that ensures the
preservation of the environment for future generations. Political entities have a vested interest in economic development. The
challenge for most political entities is to balance economic development with promotion of sustainable development,
environment protection and management of natural resources, both renewable and nonrenewable.
WG.9
Geography. The student understands the concept of region as an area of Earth's surface with related geographic
characteristics. The student is expected to:
WG.9A
Identify physical and/or human factors such as climate, vegetation, language, trade networks, political units,
river systems, and religion that constitute a region.
Readiness Standard
Identify
PHYSICAL AND/OR HUMAN FACTORS THAT CONSTITUTE A REGION
Including, but not limited to:
Physical factors that constitute a region include common landforms, vegetation, climate, biomes
Human factors that constitute a region many include culture regions, trade networks, religion, language, political units,
supranational organization, trade corridors
WG.9B
Describe different types of regions, including formal, functional, and perceptual regions.
Supporting Standard
Describe
DIFFERENT TYPES OF REGIONS
Including, but not limited to:
Geographers examine the world by dividing it spatially into regions. Regions all have spatial extents and boundaries. Regions
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vary in size and are generally categorized as formal, functional or perceptual.
Formal regions refer to spatial areas that are unified by a physical or human geographic factor. Examples may include culture
regions, political entities, climate zones, biomes.
Functional regions refer to spatial systems that are defined by an interaction or connectivity. Examples may include trade
corridors, metropolises, business districts, spheres of influence.
Perceptual regions are less structured than formal and functional regions and are constructed around a reality that is
perceived by the people living in the area or the general society. Perceptual regions are not based on objective data.
Examples may include “Dixie”, vernacular regions, “Chinatown”, gang “turfs”, “Bible belt”, “Rust belt”
WG.10
Economics. The student understands the distribution, characteristics, and interactions of the economic systems in the
world. The student is expected to:
WG.10A
Describe the forces that determine the distribution of goods and services in free enterprise, socialist, and
communist economic systems.
Supporting Standard
Describe
THE FORCES THAT DETERMINE THE DISTRIBUTION OF GOODS AND SERVICES IN FREE ENTERPRISE, SOCIALIST,
AND COMMUNIST ECONOMIC SYSTEMS
Including, but not limited to:
Free Enterprise
The production of goods and services in a free enterprise system are determined by consumer demand for products. Free
enterprise is characterized by private ownership of businesses and economic decisions are made by the business owner
responding to consumer demand.
Socialist
A socialist economic system is characterized by government ownership and operation of large scale industries, such as
health care, schools, utilities and mass transportation. Smaller businesses are privately owned and do respond to consumer
demand.
Communist
A communist economic system is characterized by government control of all economic decisions.
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WG.10B
Classify where specific countries fall along the economic spectrum between free enterprise and communism.
Supporting Standard
Classify
WHERE SPECIFIC COUNTRIES FALL ALONG THE ECONOMIC SPECTRUM BETWEEN FREE ENTERPRISE AND
COMMUNISM
Including, but not limited to:
Possible specific countries to place along the economic spectrum may include Japan, United States, Canada, Sweden,
Germany, Iran, Brazil, India, China, Russia, North Korea, Australia, Nigeria
WG.10C
Compare the ways people satisfy their basic needs through the production of goods and services such as
subsistence agriculture versus commercial agriculture or cottage industries versus commercial industries.
Readiness Standard
Compare
WAYS PEOPLE SATISFY THEIR BASIC NEEDS THROUGH THE PRODUCTION OF GOODS AND SERVICES
Including, but not limited to:
People who practice subsistence farming produce enough agricultural output to provide for the needs of their family. In
comparison, commercial agriculture is characterized by agricultural surplus output that is sold for profit.
Cottage industries are characterized by the small scale production of goods done generally in a home-based setting, such as
weaving cloth. In comparison commercial industries produce in a larger setting, such as a factory, produce a larger amount of
goods, and employ more workers.
WG.10D
Compare global trade patterns over time and examine the implications of globalization, including outsourcing
and free trade zones.
Supporting Standard
Compare, Examine
GLOBAL TRADE PATTERNS OVER TIME AND THE IMPLICATIONS OF GLOBALIZATION
Including, but not limited to:
Changing Global Trade Patterns
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Over time the pace of global trade has increased to include more trade partners as well to cover more area. Early trade routes
were overland with the Silk Road being a prominent early trade route linking China to the Mediterranean region along with
many routes crossing Asia Minor. Water trade routes developed in the Mediterranean Sea and the Indian Ocean bringing
Africa, Southwest Asia, South Asia, East Asia and Southeast Asia into contact on a regular basis. Overland routes
crisscrossed North Africa, routes developed from Southern Europe to Northern Europe, and routes formed across the Sahara
desert. Trade was common within the Pre-Columbian cultures of the Americas. After the European colonization of the
Americas a truly global trade network developed that was trans-Atlantic and trans-Pacific. Free trade zones became a feature
of global trade in the later twentieth century. Some of the largest free trade zones include the North American Free Trade
Agreement (NAFTA) and the European Union (EU).
Implications of globalization
Access to more products for consumers and access to more labor for producers
Similar commercial landscapes worldwide
Cultural diffusion
Increasing connectivity of national economies causing economic growth and depression to be experienced more widely
Participation in economic markets by more individuals and businesses
Potential cooperation between nation states that have economic connectivity including the creation of free trade zones
Creation of free trade zones has lowered production costs and allowed for access to cheaper labor
Outsourcing, as communication and transportation innovations have supported more remote economic locations
WG.11
Economics. The student understands how geography influences economic activities. The student is expected to:
WG.11A
Understand the connections between levels of development and economic activities (primary, secondary,
tertiary, and quaternary).
Supporting Standard
Understand
CONNECTIONS BETWEEN DEVELOPMENT AND ECONOMIC ACTIVITIES
Including, but not limited to:
Developing countries rely more on primary and secondary economic activities, while developed countries rely more on tertiary
and quaternary activities. More developed countries are able to offer more service-oriented jobs, while importing raw materials
and manufactured goods from developing countries.
Primary activities include those jobs focused on raw extraction of natural resources (e.g., mining, agriculture, fishing),
secondary activities are jobs focused on manufacturing goods (e.g., manufacturing, construction), tertiary activities include
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those in the service sector (e.g., transportation, sanitary services, commerce and trade), and quaternary activities involve jobs
related to information processing and management (e.g., finance, computer industry, high education, research).
WG.11B
Identify the factors affecting the location of different types of economic activities, including subsistence and
commercial agriculture, manufacturing, and service industries.
Supporting Standard
Identify
FACTORS AFFECTING LOCATION OF ECONOMIC ACTIVITIES
Including, but not limited to:
Factors affecting the location of subsistence agriculture
Favorable climate, access to arable land and water, as well as natural resources
Factors affecting the location of commercial agriculture
Favorable climate, arable land, access to labor, access to water, proximity of transportation corridors
Factors affecting the location of manufacturing
Availability of labor, infrastructure, capital resources and proximity to transportation corridors
Factors affecting the location of service industries
Availability of labor, capital resources, access to consumers, and proximity to transportation corridors
WG.11C
Assess how changes in climate, resources, and infrastructure (technology, transportation, and communication)
affect the location and patterns of economic activities.
Readiness Standard
Assess
HOW CHANGES AFFECT LOCATION AND PATTERNS OF ECONOMIC ACTIVITIES
Including, but not limited to:
Climate changes affecting economic patterns
Climate changes can affect economic patterns by impacting the output of agricultural production, such as when droughts
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occur. Increasing desertification results in the movement of agricultural activities. Natural disasters can cause economic
disruptions and relation of businesses, as well as destroying cash crops.
Resources affecting economic patterns
Access to cheaper resources can affect the location of economic activities. This is evident in the relocation of economic
activities to regions with cheaper labor as well as the relocation of economic activities to be near skilled labor, such as
locating near higher education facilities.
Infrastructure affecting economic patterns
Economic activities tend to located near transportation networks that allow for distribution of goods as well as allow for
access for consumers. Improvements and lower costs in communication technologies have allowed for outsourcing.
WG.12
Economics. The student understands the economic importance of, and issues related to, the location and management of
resources. The student is expected to:
WG.12A
Analyze how the creation, distribution, and management of key natural resources affects the location and
patterns of movement of products, money, and people.
Readiness Standard
Analyze
HOW CREATION, DISTRIBUTION, AND MANAGEMENT OF RESOURCES AFFECT LOCATION AND PATTERNS OF
PRODUCTS, MONEY, AND PEOPLE
Including, but not limited to:
Discovery of key deposits of natural resources results in migration of people seeking economic opportunities working to
extract natural resources. Examples of this include the migration of South Asians to work mines in South Africa, the
California Gold Rush, and migrations to oil fields. In order to distribute key resources roads and pipelines are constructed,
such as the Interoceanic Highway linking Peruvian ports with Brazil.
Demand for arable land can result in the loss of forested areas and cause animal populations in those regions to be pushed
out of their habitat.
Creation of resources such as the through the use of desalination allows for settlement in regions stricken by a lack of water
resources.
Analysis may include examination of land redistribution, extraction of minerals and oil, desalinization, cutting of rainforests,
and building of infrastructure such as pipelines.
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WG.12B
Evaluate the geographic and economic impact of policies related to the development, use, and scarcity of
natural resources such as regulations of water.
Supporting Standard
Evaluate
GEOGRAPHIC AND ECONOMIC IMPACT OF POLICIES RELATED TO THE USE OF RESOURCES
Including, but not limited to:
Geographic impacts of policies related to the development, use, and scarcity of natural resources include loss or preservation
of habitats, human development and growth of urban centers, and sustainable use of resources.
Policies related to use, scarcity, and development (water): desalination, water recycling, conservation
Economic impacts of policies related to the development, use, and scarcity of natural resources include growth or loss in
income, creation or loss in jobs, and sustainability of resources for economic use in the future.
Management of water resources, particularly in areas of scarcity, can have social, political, economic, and environmental
impacts.
WG.13
Government. The student understands the spatial characteristics of a variety of global political units. The student is
expected to:
WG.13A
Interpret maps to explain the division of land, including man-made and natural borders, into separate political
units such as cities, states, or countries.
Interpret, Explain
MAPS OF POLITICAL DIVISIONS AND UNITS
Including, but not limited to:
Maps illustrate natural boundaries between political units, such as mountains, rivers, oceans and man-made divisions, such
as line of latitude or property lines.
STAAR Note:
These skills will be incorporated into STAAR test questions from reporting categories 1-4 and will be identified along with content
standards.
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WG.13B
Compare maps of voting patterns or political boundaries to make inferences about the distribution of political
power.
Supporting Standard
Compare, Infer
MAPS OF VOTING PATTERNS AND RELATION TO POLITICAL POWER
Including, but not limited to:
Maps of political elections show geographic distributions of political groups that can illustrate the political power of each
group.
Maps of political boundaries show the amount of land, population, and major resources that contribute to political power.
STAAR Note:
The STAAR tested using maps that showed the progression of United States territorial expansion.
WG.14
Government. The student understands the processes that influence political divisions, relationships, and policies. The
student is expected to:
WG.14A
Analyze current events to infer the physical and human processes that lead to the formation of boundaries and
other political divisions.
Analyze, Infer
CURRENT EVENTS AND PROCESSES THAT LEAD TO FORMATION OF BOUNDARIES AND DIVISIONS
Including, but not limited to:
Current events can illustrate physical processes such as climate change, natural hazards, and plate tectonics, and human
processes, such as conflict, immigration, colonialism, treaties, or political instability, and how these processes led to the
development of divisions between countries and territories.
WG.14B
Compare how democracy, dictatorship, monarchy, republic, theocracy, and totalitarian systems operate in
specific countries.
Supporting Standard
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Compare
VARIOUS FORMS OF GOVERNMENT IN SPECIFIC COUNTRIES
Including, but not limited to:
Democracy is a form of government where the ultimate power is derived from the people.
Monarchy is a form of government in which the power is vested in one individual and is typically acquired through heredity.
Constitutional monarchies are characterized by a sharing of power between the monarch and representative and executive
bodies. Examples include Britain and the Netherlands.
Republics are those governments in which the head of government is not a monarch. Republics can be democratic (ruled by
the people) such as the United States and Australia, theocratic (ruled by religious law) such as Iran, or parliamentary (having
a head of government separate from the monarch such as Britain). In China representatives are chosen at the local level, local
officials then vote for national leaders, all chosen from the communist party. While a republic in name, in practice it is not
reflective of democratic processes.
Dictatorships are characterized by entire political power being invested in one single person or group such as North Korea and
Cuba.
Totalitarianism is a form of dictatorship that seeks to control all aspects of social life within a country. Historical examples
include Nazi Germany and the Soviet Union. Currently North Korea serves as an example.
WG.14C
Analyze the human and physical factors that influence the power to control territory and resources, create
conflict/war, and impact international political relations of sovereign nations such as China, the United States,
Japan, and Russia and organized nation groups such as the United Nations (UN) and the European Union (EU).
Readiness Standard
Analyze
FACTORS THAT INFLUENCE POWER, CONFLICT, AND INTERNATIONAL RELATIONSHIPS
Including, but not limited to:
The power to control territory is most dependent on access to resources and the ability to transport resources. The ability to
control territory is influenced by a political entity’s capacity to maintain military power, create stable government, and provide
economic investment. Additionally scientific innovation is important for development of new techniques to manage key
resources and advance military capabilities. Favorable physical geography facilitates the mobilization of military forces and
the transportation of resources, hence why the control of the Panama and Suez canals have been historical issues.
Conflicts and war arise from the need to control key natural resources, including access to water and energy sources, such
as oil. Inherent in the need to access resources is the need to control territory, so that competing claims to territories leads
to conflicts also, such as the conflict in Palestine. Physical geography serves to isolate and protect some locations and
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facilitate the mobilization of troops in other places. International organizations such as the United Nations (UN) often serve to
mitigate conflicts and respond to war.
The need to share resources has impacted international relationships, including creating trade agreements between nation
states such as the North American Free Trade Agreement (NAFTA), creating cartels such as the Organization of Petroleum
Exporting Countries (OPEC), and facilitating the creation of the European Union (EU).
WG.15
Citizenship. The student understands how different points of view influence the development of public policies and
decision-making processes on local, state, national, and international levels. The student is expected to:
WG.15A
Identify and give examples of different points of view that influence the development of public policies and
decision-making processes on local, state, national, and international levels.
Supporting Standard
Identify, Give examples
DIFFERENT POINTS OF VIEW ON PUBLIC POLICIES AND DECISION-MAKING
Including, but not limited to:
Different points of view create debate, lead to conflict or opposing sides, and development of resolutions or agreements on
public policies. Possible points of view to examine may include climate change, globalization, environmental regulations,
migration, sustainability, wildlife management, use of alternative energy sources.
WG.15B
Explain how citizenship practices, public policies, and decision making may be influenced by cultural beliefs,
including nationalism and patriotism.
Supporting Standard
Explain
HOW CITIZENSHIP PRACTICES MAY BE INFLUENCED BY CULTURAL BELIEFS
Including, but not limited to:
Cultural beliefs such as patriotism and nationalism can influence citizens to become involved in public policy and decisionmaking. For example in the United States the commitment to democratic traditions results in political stability. Religious
influences are evident in the constitutions of nations, including predominately Muslim nations, such as Kuwait.
Nationalism and patriotism can lead to motivated and informed citizenry, but can also lead to extremist movements that push
particularly cultural beliefs into citizenship practices, public policy, and decision-making.
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WG.16
Culture. The student understands how the components of culture affect the way people live and shape the characteristics
of regions. The student is expected to:
WG.16A
Describe distinctive cultural patterns and landscapes associated with different places in Texas, the United
States, and other regions of the world and how these patterns influenced the processes of innovation and
diffusion.
Supporting Standard
Describe
CULTURAL PATTERNS AND HOW PATTERNS INFLUENCED THE PROCESSES OF INNOVATION AND DIFFUSION
Including, but not limited to:
Cultural landscape refers to the modification of a place by people and includes what humans have planted, built and modified
in the physical landscape.
Cultural patterns refer to the distribution and characteristics of the beliefs, values, attitudes, norms, and customs in a region.
Distinctive cultural patterns of Texas, the United States, and other regions of the world include cultural landscapes of
agriculture versus urban centers, and reflect varying belief systems and values of cultures.
Cultural landscapes and cultural patterns are influenced by the processes of innovation and diffusion. An example of this is
the predominance of fast food restaurants around the globe that have created a common cultural landscape.
WG.16B
Describe elements of culture, including language, religion, beliefs and customs, institutions, and technologies.
Readiness Standard
Describe
ELEMENTS OF CULTURE
Including, but not limited to:
Culture refers to the attitudes, values, knowledge and behaviors shared by a particular group which are taught to successive
generations. All cultural groups are distinguished by their language, religion, beliefs, customs, institutions and technologies.
WG.16C
Explain ways various groups of people perceive the characteristics of their own and other cultures, places, and
regions differently.
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Supporting Standard
Explain
PEOPLE PERCEIVE CHARACTERISTICS OF THEIR OWN AND OTHER CULTURES
Including, but not limited to:
Cultural groups tend to view other cultures, places, and regions from their own cultural perspective.
Perceptions of culture can be ethnocentric (placing one’s culture and beliefs as a dominant culture) or ethno­relative (placing
one’s culture and beliefs as equal to others’ cultures and beliefs).
Perceptions of places may include examples such as Jerusalem and Mecca as a holy cities; Saudi Arabia as an oil rich
place; North Korea as isolated from the rest of the world
WG.16D
Compare life in a variety of urban and rural areas in the world to evaluate political, economic, social, and
environmental changes.
Supporting Standard
Compare, Evaluate
LIFE IN URBAN AND RURAL AREAS AND RELATIONSHIP TO POLITICAL, ECONOMIC, SOCIAL, AND ENVIRONMENTAL
CHANGES
Including, but not limited to:
Comparisons of urban life in East Asia with urban life in Europe; rural life in sub-Saharan Africa with rural life in Australia; rural
life in the United States with rural life in Russian Federation
Evaluations may include how political, economic, social and environmental changes affect ways of life in both rural and urban
settings. For example how is way of life affected when living in democratic regions compared to the theocracy of Iran or the
dictatorship of North Korea?; How is way of life affected by economics, such as comparing life in an developed region with life
in a less developed region?; How is way of life affected by social patterns, such as living in colonial areas of the Caribbean or
Australia?
WG.17
Culture. The student understands the distribution, patterns, and characteristics of different cultures. The student is
expected to:
WG.17A
Describe and compare patterns of culture such as language, religion, land use, education, and customs that
make specific regions of the world distinctive.
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Readiness Standard
Describe, Compare
PATTERNS OF CULTURE THAT MAKE REGIONS DISTINCTIVE
Including, but not limited to:
Distinctive patterns of culture include similar language, religion, ethnicity, customs, and systems of education, technologies,
and institutions.
Similar cultural patterns create distinctive regions.
WG.17B
Describe major world religions, including animism, Buddhism, Christianity, Hinduism, Islam, Judaism, and
Sikhism, and their spatial distribution.
Supporting Standard
Describe
MAJOR WORLD RELIGIONS
Including, but not limited to:
Location and major tenets of world religions
Animism – found in parts of Africa, the Americas, Asia, and Australia; typically part of indigenous belief systems
(description: religious beliefs that consider animated spirits in all of nature)
Buddhism – predominantly in South Asia, East Asia, and Southeast Asia (description: a general peaceful conduct of
human life that follows the teachings of Siddhartha Gautama)
Christianity – predominantly in Europe, North America, and South America (description: founded on the teachings of Jesus)
Hinduism – predominantly in South Asia (description: it is polytheistic and has respect for all living creatures and accepts
all forms of beliefs; it has no single founder)
Islam – predominantly found in North Africa, Southwest Asia, Pakistan and Indonesia (description: it is monotheistic and is
based on the doctrine of submission to God and the message of the Prophet Muhammad)
Judaism – predominantly in Europe, Israel, and North America (description: a monotheistic religion that traces its origins to
Abraham; its principles based on Hebrew sacred texts)
Sikhism – predominantly in South Asia (description: a monotheistic religion that pursues salvation through disciplined and
personal meditation)
WG.17C
Compare economic, political, or social opportunities in different cultures for women, ethnic and religious
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minorities, and other underrepresented populations.
Supporting Standard
Compare
OPPORTUNITIES FOR WOMEN AND MINORITIES
Including, but not limited to:
Generally women, ethnic, religious minorities and underrepresented populations lack economic, political, or social
opportunities in many regions of the world. These groups have historically been afforded more opportunities in western
cultures where there has been a tradition of an expansion of freedoms and rights for underrepresented groups.
Generally these groups, especially women are underrepresented in elected political bodies, even in democratic societies.
In some regions there is a disparity in the number of girls being educated as opposed to boys. National and international
organizations are working to close this gap and create more opportunities for an education for all groups.
These groups continue to strive for economic opportunities with microcredit being one source of investment especially for
women. Global economic recession and depression affect these groups adversely as many lack alternative income sources.
Possible data to use in comparing cultures may include number of political representatives from these groups, numbers
having access to public education, numbers of minority and women owned business, patterns of voting rights, etc.
WG.17D
Evaluate the experiences and contributions of diverse groups to multicultural societies.
Supporting Standard
Evaluate
EXPERIENCES AND CONTRIBUTIONS OF DIVERSE GROUPS
Including, but not limited to:
Diversity adds ideas, innovation, technology, and new cultural beliefs and attitudes to groups, especially when new cultural
traditions emerge from the cultural convergence of various groups.
Cultural convergence examples are illustrated in the migration patterns of the United States, Canada, and especially Latin
America
WG.18
Culture. The student understands the ways in which cultures change and maintain continuity. The student is expected to:
WG.18A
Analyze cultural changes in specific regions caused by migration, war, trade, innovations, and diffusion.
Readiness Standard
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Analyze
CULTURAL CHANGE IN SPECIFIC REGIONS
Including, but not limited to:
Spread of new cultural beliefs which may result in cultural convergence, such as forced migration of Africans to Latin America
and the resulting new forms of music and dance
Adoption of new economic and political practices, such as the adoption of some free enterprise principles in China and
democratic ideals in Poland after the fall of communism
Changes in the cultural landscape, such as the building of religious sites and the proliferation of fast food restaurants
Increasing access to technologies and education, such as the spread of Internet connectivity
Spread of languages, such as the widespread use of English, especially in aviation
Loss of indigenous cultural practices along with processes to preserve those practices, such as in Australia and Canada
WG.18B
Assess causes, effects, and perceptions of conflicts between groups of people, including modern genocides
and terrorism.
Supporting Standard
Assess
CAUSES, EFFECTS, AND PERCEPTIONS OF CONFLICTS
Including, but not limited to:
Conflicts between groups generally occur when there is a disparity in access to resources and/ or a disparity in political
power between groups. Ethnic and cultural differences serve to differentiate the oppressed and the oppressors.
Effects from conflicts between groups can result in genocide, ethnic cleansing, acts of terrorism, emergence of new cultural
patterns such as with colonization in Latin America, lingering animosities, and codified segregation such as apartheid in
South Africa
Perceptions of conflicts between groups of people can be influenced by propaganda, media reports, and one’s cultural beliefs.
WG.18C
Identify examples of cultures that maintain traditional ways, including traditional economies.
Supporting Standard
Identify
EXAMPLES OF CULTURE THAT MAINTAIN TRADITIONAL WAYS
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Including, but not limited to:
Inuit of North America
Indigenous peoples of Australia
Pacific Islanders
Nenets living in Siberia
Indigenous peoples living in the Amazon rainforest
Traditional practices are passed from generation to generation
WG.18D
Evaluate the spread of cultural traits to find examples of cultural convergence and divergence such as the
spread of democratic ideas, US-based fast-food franchises, the English language, technology, or global sports.
Supporting Standard
Evaluate, Find examples
CULTURAL CONVERGENCE AND DIVERGENCE
Including, but not limited to:
Cultural convergence occurs when the ideas, habits, skills, arts, and institutions of one culture come in contact and interact
with those of another culture.
Cultural divergence is the process of disassociating cultures or protecting a culture from other influences.
Examples of cultural convergence include the spread of democratic ideas from Europe to North America and other countries
around the world, globalization through the spread of the English language as the dominant form of communication, the
spread of U.S.-based fast-food franchises and technology companies, spread and popularity of soccer, the emergence of new
styles of dance and music in Latin America.
Examples of cultural divergence include the historical ethnic division in the Balkans, the Basques in Spain, Québécois, and
indigenous cultures.
WG.19
Science, technology, and society. The student understands the impact of technology and human modifications on the
physical environment. The student is expected to:
WG.19A
Evaluate the significance of major technological innovations in the areas of transportation and energy that have
been used to modify the physical environment.
Readiness Standard
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Evaluate
SIGNIFICANCE OF MAJOR TECHNOLOGICAL INNOVATIONS THAT MODIFY THE ENVIRONMENT
Including, but not limited to:
Innovations in Transportation
Railroads have allowed for faster transportation of goods to market and the settlement of people to varied locations, examples
include the Trans-Siberian Railroad, the Trans-Canadian Railroad and the Transcontinental Railroad
Highways and roads have facilitated the transportation of goods to market and allowed for economic activities to move from
city centers such as the Interstate Highway System in the United States and the Interoceanic Highway in South America
Canals facilitate the faster transportation of goods to market promoting economic development
Dredging allows for the creation of deeper ports and creation of land such as the Hong Kong airport
Innovations in Energy
Wind/Solar Power allow for the renewable creation of energy
Dams/Hydroelectric Power provide for widespread access to electricity and control of flooding
Oil drilling/Hydraulic fracturing increase the amount of oil extracted; may have environmental implications
Nuclear power provides an alternative source of energy, but poses a risk for human exposure to radiation
WG.19B
Analyze ways technological innovations such as air conditioning and desalinization have allowed humans to
adapt to places.
Supporting Standard
Analyze
WAYS TECHNOLOGICAL INNOVATIONS HAVE ALLOWED HUMANS TO ADAPT TO PLACES
Including, but not limited to:
Air conditioning has allowed growth of urban centers in areas of extreme heat.
Desalinization provides clean drinking water in areas with scarce freshwater resources.
WG.19C
Examine the environmental, economic, and social impacts of advances in technology on agriculture and natural
resources.
Readiness Standard
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Examine
IMPACTS OF ADVANCES IN TECHNOLOGY ON AGRICULTURE AND NATURAL RESOURCES
Including, but not limited to:
Increase in the usage of pesticides, fertilizers, and genetically modified seeds (Green Revolution)
Deforestation to create larger commercial farms
Increased food production
Farming in arid climates leading to irrigation
Healthier soils with organic farming
Access to previously unattainable natural resources through scientific advances
Possible pollution of some physical landscapes
Increased air and water pollution
Increased mechanization requiring fewer workers
Migration of unemployed workers to urban areas
Erosion of traditional economies
WG.20
Science, technology, and society. The student understands how current technology affects human interaction. The student
is expected to:
WG.20A
Describe the impact of new information technologies such as the Internet, Global Positioning System (GPS), or
Geographic Information Systems (GIS).
Supporting Standard
Describe
IMPACT OF NEW INFORMATION TECHNOLOGIES
Including, but not limited to:
Internet has allowed information to be easily accessible worldwide.
Global Positioning System (GPS) allows for the transmission of location and weather information. Has facilitated precision in
location and aided in navigational systems. Application of GPS technology has been used by the military as well as
businesses and individuals.
Geographic Information Systems (GIS) have integrated data to produce charts, maps, and globes allowing for the visualization
of geographic data that can be used to analyze relationships and patterns.
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WG.20B
Examine the economic, environmental, and social effects of technology such as medical advancements or
changing trade patterns on societies at different levels of development.
Supporting Standard
Examine
EFFECTS OF TECHNOLOGY ON SOCIETIES AT DIFFERENT LEVELS OF DEVELOPMENT
Including, but not limited to:
Technological advances have resulted in medical advancements including better access to appropriate medical treatments,
education about spread of diseases, and changes in cultural behaviors to improve health and sanitation as well as changing
trade patterns. Over time technological advances have been applied to transportation methods that have changed trade
patterns, such as the building of canals and railroads.
Technological innovations that resulted in industrialization have changed global economic, environment and social patterns
most evident in rising urbanization.
WG.21
Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of
valid sources, including electronic technology. The student is expected to:
WG.21A
Analyze and evaluate the validity and utility of multiple sources of geographic information such as primary and
secondary sources, aerial photographs, and maps.
Analyze, Evaluate
VALIDITY AND UTILITY OF MULTIPLE SOURCES OF GEOGRAPHIC INFORMATION
Including, but not limited to:
Primary sources
Secondary sources
Aerial photographs
Maps
STAAR Note:
These skills will be incorporated into STAAR test questions from reporting categories 1-4 and will be identified along with content
standards.
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WG.21B
Locate places of contemporary geopolitical significance on a map.
Locate
PLACES OF CONTEMPORARY GEOPOLITICAL SIGNIFICANCE ON A MAP
STAAR Note:
These skills will be incorporated into STAAR test questions from reporting categories 1-4 and will be identified along with content
standards.
WG.21C
Create and interpret different types of maps to answer geographic questions, infer relationships, and analyze
change.
Create, Interpret
TYPES OF MAPS
Including, but not limited to:
Examples of types of maps: physical, topographical, political, climate, population, economic, cultural trait (e.g., religion), road
Examples of types of map projections: Mercator, Robinson, Mollweide, broken equal area (interrupted), polar
Use maps to
Answer geographic questions
Infer relationships
Analyze change
STAAR Note:
These skills will be incorporated into STAAR test questions from reporting categories 1-4 and will be identified along with content
standards.
WG.22
Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:
WG.22A
Design and draw appropriate graphics such as maps, diagrams, tables, and graphs to communicate geographic
features, distributions, and relationships.
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Design, Draw
APPROPRIATE GRAPHICS TO COMMUNICATE GEOGRAPHIC FEATURES, DISTRIBUTIONS, AND RELATIONSHIPS
Including, but not limited to:
Maps
Diagrams
Tables
Graphs
WG.22B
Generate summaries, generalizations, and thesis statements supported by evidence.
Generate
SUMMARIES, GENERALIZATIONS, AND THESIS STATEMENTS SUPPORTED BY EVIDENCE
WG.22C
Use geographic terminology correctly.
Use
GEOGRAPHIC TERMINOLOGY CORRECTLY
STAAR Note:
These skills will be incorporated into STAAR test questions from reporting categories 1-4 and will be identified along with content
standards.
WG.22D
Use standard grammar, spelling, sentence structure, and punctuation.
Use
STANDARD GRAMMAR, SPELLING, SENTENCE STRUCTURE, AND PUNCTUATION
WG.22E
Create original work using proper citations and understanding and avoiding plagiarism.
Create
ORIGINAL WORK
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Use
PROPER CITATIONS
Understand, Avoid
PLAGIARISM
WG.23
Social studies skills. The student uses problem-solving and decision-making skills, working independently and with others,
in a variety of settings. The student is expected to:
WG.23A
Plan, organize, and complete a research project that involves asking geographic questions; acquiring,
organizing, and analyzing information; answering questions; and communicating results.
Plan, Organize, Complete
RESEARCH PROJECT
Including, but not limited to:
Asking geographic questions
Acquiring, organizing, and analyzing information
Answering questions
Communicating results
WG.23B
Use case studies and GIS to identify contemporary challenges and to answer real-world questions.
Use
CASE STUDIES AND GIS
Identify
CONTEMPORARY CHALLENGES
Answer
REAL-WORLD QUESTIONS
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STAAR Note:
These skills will be incorporated into STAAR test questions from reporting categories 1-4 and will be identified along with content
standards.
WG.23C
Use problem-solving and decision-making processes to identify a problem, gather information, list and consider
options, consider advantages and disadvantages, choose and implement a solution, and evaluate the
effectiveness of the solution.
Use
PROBLEM-SOLVING AND DECISION-MAKING PROCESSES
Including, but not limited to:
Identify a problem
Gather information
List and consider options
Consider advantages and disadvantages
Choose and implement a solution
Evaluate the effectiveness of the solution
Bold black text in italics: Knowledge and Skills Statement (TEKS); Bold black text: Student Expectation (TEKS)
Bold red text in italics: Student Expectation identified by TEA as a Readiness Standard
Bold green text in italics: Student Expectation identified by TEA as a Supporting Standard
Blue text: Supporting information / Clarifications from TCMPC (Specificity)
Black text: Texas Education Agency (TEA)
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